AACU poster 2015
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Undergraduate students in a Peer-Assisted Learning (PAL) program conduct action research projects focused on student success in STEM fields. The projects provide an introductory research experience and are done in cross-disciplinary teams. Many PAL Facilitators come from groups traditionally underrepresented in STEM. The research helps improve the PAL program and builds the students' understanding of the research process. One example project examined exam preparation and performance in a chemistry class.
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This document discusses a grant program that aimed to engage students in the classroom through active learning strategies. Faculty across disciplines were encouraged to apply for grants to research and implement active learning strategies in their courses. In the first year, six faculty received grants. They researched strategies and implemented a classroom research project. Initial results found that students had a more positive opinion of concept mapping after its use in one course. The program increased faculty use of active learning strategies and had positive student responses. It is recommended that other programs explore interdisciplinary collaboration to develop active learning strategies.
Partnerships to PLCs - Dr. Michael Johanek, University of Pennsylvania
This document outlines plans for a Professional Learning Community (PLC) involving university principal preparation programs, school districts, and program graduates. The PLC aims to use data from program self-assessments to identify needs and improve quality. Members will work together through ongoing coordinated learning activities focused on common problems of practice. The specific goals of the PLC are to better understand program needs using data, develop strategies to address needs, provide guidance for local PLCs within programs, and broadly disseminate lessons learned. A nested model is proposed with national and local PLCs allowing for cross-program and intra-program collaboration and feedback loops between all stakeholders to continuously improve principal preparation.
Leaders evaluation report year 2 2011
This report summarizes evaluation activities and findings from the NSF MSP LEADERS project from September 2010 to May 2011. Baseline data was collected on teacher leaders and district teachers. Teacher leaders showed modest gains in science teaching self-efficacy and a preference for inquiry-based instruction over traditional strategies. Qualitative data found teacher leaders have an orientation towards reform but lack a comprehensive understanding of project-based science. District teachers found renewable energy professional development sessions provided new content and lessons, and realized benefits like improved student problem solving skills. Baseline data established equivalency between treatment and control schools and groups. Challenges collecting data were experienced and modifications to evaluation methods were made.
PRESENTATION
This document provides an overview of a capstone project that created a pilot program for remedial algebra teachers. The pilot program aimed to test motivational materials and student grouping to improve student motivation. Four classes were assigned different conditions: traditional material with no grouping (control), traditional material with grouping, motivational material with no grouping, and motivational material with grouping. Data on motivation and academics was collected from questionnaires, tests, and notes for the four classes and compared. The goal was to see if motivation increased with the added variables. Resources for the pilot included lesson plans, presentations, packets, and scales. An expert panel provided feedback and the creator conducted a self-assessment. The discussion reflected on addressing core outcomes related to instruction
Michael RodriguezMichael R.docx
Michael Rodriguez
Michael Rodriguez
Michael Rodriguez
Discussion Questions
1. To what extent did lapses in PCA’s manufacturing practices lead to a large scale, organizational communication failure during the crisis?
2. When should large organizations such as PCA take the silent approach or a vocal approach? Why would a organization want to stay silent or voice their side?
3. To what extent were the proxy communications justified in stepping forward to communication during the crisis?
4. Were all of the organizations and agencies described in the case equally justified in assuming the role of proxy communicator?
5. What are the potential complications for proxy communicators in crises?
6. If PCA had decided to communicate during the crisis, what messages of communication would have been most important to stakeholders? What messages would have been most helpful for consumers?
7. If you were the head of a major organization, how would you handle this situation from the top to bottom of your given organization (I.E. employees, media, consumers, etc)?
Running head: QUALITATIVE ARTICLE REVIEW 1
QUALITATIVE ARTICLE REVIEW 4
Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers
This paper is an academic review of a qualitative research article written by Matthew R. and Tamar Mendelson (2014) entitled: Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers. Holistic Life Foundation, a nonprofit organization implemented a 6-session yoga and mindfulness program for teachers in seven urban public schools. The purpose behind the case study was to examine how the challenges of overcrowded classrooms, academic and emotionally challenged students, and lack of sufficient administrative resources effect teachers. My evaluation of this article is a holistic interpretation of a qualitative research project and is based on my understanding of this type of study. The study used seven urban schools randomly selected to either receive the intervention or to a no-intervention control condition. The participants were volunteer elementary and middle school teachers in Baltimore city public schools in low income neighbor hoods. The students test scores was the same in math, reading, and science. 21 teachers were used in the intervention and 22 teachers was used control arm. Qualitative feedback was collected, from the intervention instructors and participants. The participants also completed self-report measures of stress and burnout at baseline and post-test to provide preliminary information about intervention effects. Data collection techniques is a collaboration of observation, interviewing and data analysis (cite). Throughout the study, teachers were questioned, and observed in which the findings are outlined in the results section of the report. As finding emerge the hypotheses uncovers that the interv ...
Topic 5 DQ 2Nov 3-7, 2022Imagine once again that you are an au.docx
Topic 5 DQ 2
Nov 3-7, 2022
Imagine once again that you are an automobile manufacturing executive tasked with increasing sales in your state. You wish to do a qualitative study to obtain the perspective of sales personnel regarding an incentive program you implemented at few dealerships that quantitatively proved to be successful. The three sources of data for your case study are individual semi-structured interviews, archival documents, and field observations. What are the most significant strengths and weaknesses of the methods for collecting data from these data sources? Why are these significant? What skills are needed to collect the data effectively? Explain. What concerns do you have about the feasibility of implementing these methods of data collection for this study? Explain.
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STUDENT ANSWER- In the scenario for the automobile manufacturing company and the perspective of the sales personnel using the semi-structured interview, field observations, and archival documents would have positives and negatives. The semi-structured interview provides an opportunity for in-depth, open-ended questions (Steffes & Jacobs, 2021). The researcher can stray from the established questions, which allows for follow-up questions. A weakness might be the time it takes to interview all the participants, conduct the interview, and the researcher's bias. Field observations can not be recorded as they occur and rely on the researcher's memory. The researcher needs to record the evidence quickly after the event (Steffes & Jacobs, 2021). Finally, archival documents need approval before they are used. For our scenario, looking at companies implementing an incentive program would benefit the research. The data will provide a rich description of the participants. The researcher must be familiar with the research but not provide bias when conducting the research. Some considerations need to be made when collecting data. Modality, time of the interview, if they are recorded, and sharing the purpose of the interview must be disclosed to those participating in the research. Concerns about the feasibility would be money, time, and the number of participants.
Resources:
Steffes, D. & Jacobs, J. (2021). Introduction to sampling, data collection, and data analysis. In Grand Canyon University (Ed.), GCU doctoral research: Foundations and Theories.
https://lc.gcumedia.com/webbooks/gcu-doctoral-research-introduction-to-sampling-data-collection-and-data-analysis/v1.1/#/chapter/6
Student responses
Original Question-
Topic 5 DQ 1
Think again of the study on the influence of high school principals’ leadership styles and academic achievement in their schools in your state. The sources of data must be aligned with the research questions and study design, and they must be feasible for administration of the study. Identify five different qu.
Artifactkeyassessment ns
Design developmentally and culturally appropriate curricula and instructional units to improve equity and academic achievement for 21st. century learners.
A Quasi-Experimental Comparison Of Spreadsheet- And Classroom-Based Statistic...
This document summarizes a study that compared the effectiveness of spreadsheet-based statistics tutorials to traditional classroom-based pen-and-paper tutorials. The study involved 169 undergraduate psychology students in South Africa who received instruction using both methods, with tutorials alternating between the two formats. Outcomes were assessed using exam performance and attitudinal surveys. Results showed that the spreadsheet tutorials improved exam scores slightly but had mixed effects on attitudes, improving some measures but not others. Overall, the spreadsheet tutorials appeared to provide some benefits for teaching statistics, though the effects were small to moderate.
ICTEL proceedings of November 2016,Singapore
The document summarizes an international conference on teaching, education and learning that took place from November 8-9, 2016 in Singapore. The conference was held at the Nanyang Technological University and included keynote speakers Dr. Chen Wenli from the National Institute of Education in Singapore and Patricia Loren from the University of Freiburg in Germany. Several papers from the conference proceedings are presented, including papers from Amit Kumar, Raharjo, Lufuno Phillip Netshifhefhe, and Patricia Lorenz.
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AACU poster 2015
- 1. “Completing PAL research has helped define my career goals. It has opened the possibility of going to graduate school and completing research in academia, specifically with disciplines of STEM.” Embedded Undergraduate Research: Empowering Students to Improve Campus Programs Jennifer Lundmark and Lynn Tashiro, with Micaela Kapp (EEE major) and Elizabeth Lowe (Math major) Undergraduate facilitators in a Peer-Assisted Learning (PAL) program conduct action research projects that focus on student success in STEM. These projects provide an introductory, low-stakes (but authentic) research experience. PAL Facilitators are STEM majors, & work in cross-disciplinary teams on projects. The great majority of PAL Facilitators are from traditionally at-risk groups: first-generation college, under-represented minority, and/or low-income; further, few (26% in the current year) had considered embarking on independent research prior to serving in the PAL program. 2015-2016 PAL Facilitators Fall semester Winter Break Spring Semester Readings: group learning, Research proposals Research conducted; STEM education/Growth Mindset submitted for faculty review PAL Poster Session Sample progression of a project idea (Fall, 2015): Students in nine Chem 1A PALs were surveyed after the first lecture exam to collect data on exam success and preparation. 65.2% of students reported performing worse on the exam than they expected. Moreover, when asked where they spent most of their time during the exam, 53.4% reported “understanding the question”. * This group plans to focus their spring research project on improving student translation of exam questions. Prior PAL Research Projects: • Do timed quizzes to improve speed/accuracy when balancing net ionic equations? • Do test corrections focusing on algebraic errors to improve performance in calculus? • Will employing group roles in PALs to improve accuracy and efficiency when solving problems? • Does group texting to improve student engagement outside of class/PALs? • How does the use of Growth Mindset language affect math anxiety? • Is there a correlation between rigor of student- written practice questions and exam performance? “The research component is important for the PAL program because many of the research projects’ results have led to innovations in the program.” Timeline of PAL Research Projects: “Conducting research is beneficial to understanding how to set up an experiment. This is helpful to future research opportunities to help build a framework.” DUE # 1068383 This first exposure to original research includes all components of traditional research, and translates to an increased understanding of research design, data analysis, and assessment of project outcomes for these undergraduate leaders. Their findings continually improve the PAL program, directly influencing its success. 8 5 0 1 2 3 4 5 6 7 8 9 Yes No Are you now more motivated to pursue STEM research? 0 2 4 6 8 10 12 14 Yes No Do you believe the PAL research program is empowering to students?